Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
I created several assessment/evaluative tools [rubrics] for the lessons that I taught as a means of tracking student progress, maintaining management, and communicating growth and weaknesses to students and parents. The first rubric that I created was for lesson #1 and lesson #2, and the tool is titled “Formative Assessment.” This tool is basically a check-for-understanding tool, and I call it a 3-2-1 Check. As I teach students new skills, especially as I help them integrate technology into their learning, I need to be sure all their questions are answer and that the know how to execute what is being asked of them from beginning to end. I gave students this sheet during pauses in the lesson, and asked them to report to me their level of understanding. After I know the questions that students have regarding a particular product or designing a particular product, I can show the class as a while to clarify student learning. The "Summative Assessment" is the tool that I used as a way to evaluate students' technology products. It explains how I will grade the students work, and it breaks down all of the expectations that I have for students in my classroom. To view these documents, look below:
The next assessment that I created was the “Group Assessment” rubric. This rubric was developed for my first lesson when students were working in groups to make their glogster online posters. Each student had their own product, but they all worked together and helped each other as each person was completing their poster on the same glogster account. Students were able to see the particular behaviors that they needed to model in class as a way to understand what was expected of them and as a reporting process. This rubric was probably one of the most helpful because students new what acceptable group behavior and unacceptable group behavior looked like before beginning their projects. To view this document, look below:
Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
I created several assessment/evaluative tools [rubrics] for the lessons that I taught as a means of tracking student progress, maintaining management, and communicating growth and weaknesses to students and parents. The first rubric that I created was for lesson #1 and lesson #2, and the tool is titled “Formative Assessment.” This tool is basically a check-for-understanding tool, and I call it a 3-2-1 Check. As I teach students new skills, especially as I help them integrate technology into their learning, I need to be sure all their questions are answer and that the know how to execute what is being asked of them from beginning to end. I gave students this sheet during pauses in the lesson, and asked them to report to me their level of understanding. After I know the questions that students have regarding a particular product or designing a particular product, I can show the class as a while to clarify student learning. The "Summative Assessment" is the tool that I used as a way to evaluate students' technology products. It explains how I will grade the students work, and it breaks down all of the expectations that I have for students in my classroom. To view these documents, look below:
The next assessment that I created was the “Group Assessment” rubric. This rubric was developed for my first lesson when students were working in groups to make their glogster online posters. Each student had their own product, but they all worked together and helped each other as each person was completing their poster on the same glogster account. Students were able to see the particular behaviors that they needed to model in class as a way to understand what was expected of them and as a reporting process. This rubric was probably one of the most helpful because students new what acceptable group behavior and unacceptable group behavior looked like before beginning their projects. To view this document, look below: